Building a Foundation for Reading and Spelling

Facilitated by Sharon O’Grady, Michelle DeVivo, Gayle Seti, and Beth Girolamo

June 24th, 2013

What is Fundations?

Research-based program that builds a foundation for reading and writing

Thoroughly teaches Foundational skills of the CCLS.

Strongly supports reading, writing, and language standards of the CCLS

Addresses all five areas of reading instruction in a multisensory, systematic approach

Fundations is NOT a

comprehension program!!

Fundations Implementation

Prevention (Tier 1) Standard Lesson Whole Class

Strategic Intervention (Tier 2) Double Dose Lesson Small Group/AIS

Intensive Intervention (Tier 3) Major language-based disabilities Use only after double dose does not work

Level 3 Focus: Word Awareness

In-Depth Knowledge

Word Structure Meaning

Decoding Encoding

Vocabulary

Week at a Glance

Day 1 Day 2 Day 3 Day 4 Day 5Drill Sounds Warm-up

Drill Sounds Warm-up

Drill Sounds Warm-up

Drill Sounds Warm-up

Drill Sounds Warm-up

Introduce New Concepts

Introduce New Concepts

Word of the Day

Word of the Day

Make it Fun

Sky-Write Letter Formation

Guess Which One

Letter Formation (Individual Letters)

Letter Formation (Connectives)

Dictation (Dry Erase)

Dictation (Composition book)

Dictation (Check-Up)

Fundations Letter Board and Tiles

Drill Sounds

Lessons start with quick warm-up sound drill

Practice sounds that have been taught A keyword is used to help students

remember sounds

What is a Syllable?

Word or part of a word made by one push of breath

Must have at least one vowel Six syllable types

Closed syllable Vowel-Consonant-e-Syllable Open Syllable R-Controlled Syllable Vowel Digraph/Diphthong Syllable Consonant-le Syllable

Closed Syllable

One vowel Vowel is followed by one or more

consonant Vowel will be short

Examples: Smash, up, hat, ship, last, lish

Closed Syllable Video

Vowel-Consonant-e- Syllable

Has a vowel, then a consonant, then an e First vowel has a long sound The e is silent

Examples: bike, ape, stove, cape

Vowel-consonant-e Video Link

Open Syllable

Has only one vowel (the last letter) Vowel sound is long, marked with a macron

Examples: I, be, shy, hi

Open Syllable Video Link

R-Controlled Syllable

Contains a single vowel followed by an r (ar, er, ir, or, ur)

The vowel is neither long nor short; it is controlled by the r.

Examples: start, verb, corn, hurt

R-Controlled Syllable Video Link

Vowel Digraph/Diphthong Syllable(Double Vowel Syllable)

Contains a vowel digraph or diphthong (vowel teams) Digraph: Two vowels that represent one sound (ee) Diphthong: Sound that begins with one vowel sound

and glides into another (oi)

Examples: eat, foam, spoil, joy

Double Vowel Syllable Video Link

Consonant-le Syllable

Has only 3 letters (consonant, l, e) The e is silent The consonant and the l sound like a blend Syllable must be the last syllable of a multisyllabic

word.

Examples: cradle, little, bubble

Consonant-le Syllable Video Link

Syllable Review!!

Syllable House

Closed

Open R-controlledVowel-Consonant-e

Double Vowel Consona

nt-le

Quaint

Go

Little

Cute

Treat

Dribble Try

Time True

Simple Ship

Doll Fur

Green

Flu

Hat

Shape

Car

He

Think

Dictation Activities

Everything students practice in word parts with the letter tiles will be applied to writing in dictation activities Sound Synopsis Words Synopsis Sound Alike and Trick Word Synopsis Sentence Synopsis

Activity Cards

Scope and Sequence Level K

Level K sets a very strong foundation for reading and writing

Segment words and phonemes Manipulate phonemes (1-syllable

words) Name all letters and sequence letters Write letters in upper and lowercase Produce sounds of consonants and

vowels Produce sounds for basic digraphs Name and write letters when given

sounds (consonants, digraphs, short vowels)

Distinguish long and short vowel sounds

Read and spell 200 CVC words Spell phonetically Identify 75% of high frequency words Identify and name punctuation Capitalize at beginning of sentence

Identify and name punctuation Capitalize at beginning of

sentence Name author and illustrator Explain narrative story structure Narrate linked events to tell

about a story in sequence (oral or drawing)

Retell key details Explain difference between

narrative and informational text Echo read a passage Identify and explain new

meanings for familiar words and newly taught words

Produce and expand sentences in shared language activities

Scope and Sequence Level 1

Segment syllables into sounds (up to 5) Name sounds of primary consonants,

consonant digraphs, and short and long vowels when given letters & vice versa

Distinguish long and short vowel sounds Name sounds for r-controlled vowels Name sounds for vowel digraphs and

vowel diphthongs Use conventional spelling for words with

common spelling patterns and frequently occurring irregular words

Spell untaught words phonetically Read and spell the first 100 high

frequency words Read and spell CVC, CCVC, CCVCC, and

CVCe words Read and spell compound words Read and spell words with suffixes Apply correct punctuation (!, ., ?)

Apply capitalization rules for sentences, names, and dates

Ask and answer questions about text Identify specific words in a story that tell

or suggest details Identify who is telling the story Identify and explain new meanings for

familiar words and newly taught words Write simple & compound sentences Use sentence-level context as a clue to

the meaning of a word or phrase. Identify frequently occurring root words Sort words into categories Apply beginning dictionary skills Identify real life connections between

words and their use. Use verbs to convey a sense of past,

present, and future.

Scope and Sequence Level 2

Know and apply grade-level phonics and word analysis skills in decoding words

Identify word structures such as vowels, consonants, blends, digraphs

Identify all 6 syllable types Distinguish long and short vowels Read and spell words with short vowels Read and spell words with unexpected

vowel sounds Read & spell words with common

prefixes Divide multisyllabic words Read and spell the first 200 high

frequency words Use synonyms Spell words with options for the

grapheme representation for sounds with use of spell checker

Apply dictionary skills Read controlled stories with fluency,

expression, and understanding Read approximately 90 words per min Skim for information Determine the meaning of a new word

when a prefix is added Use knowledge of meaning of individual

words to predict the meaning of a compound word

Use words and phrases acquired through conversations, reading and being read to when responding to texts including adjectives and adverbs.

Scope and Sequence Level 3

Identify word structures, including trigraphs (tch, dge)

Identify exceptions to 6 syllable types Read and spell words with vowel

teams Identify schwa Read and spell words with the

unexpected vowel sound of schwa in unaccented syllables

Read and spell words with sound options for the grapheme representation

Read and spell words with ph, nge, nce, tion, sion, ture, tu, ti, ci

Read and spell words with silent letters (wr, rh, gn, kn, mn, mb, gh)

Identify and know meaning of most Latin suffixes

Form and use irregular plural nouns

Apply spelling rules for adding suffixes to base words

Read and spell contractions Read and spell trick words or

targeted high frequency words Read and know meaning of

homophones Determine and clarify meaning of

unknown or multiple meaning words

Form and use comparative and superlative adjectives and adverbs

Acquire and use grade level conversation

Write clear, legible cursive at an appropriate rate

Know meaning of targeted vocabulary words

Time to Reflect!!!

Compliments and Complaints Jot down one thing you learned today that you found useful

Jot down one concern you still have about the

program